Helping Your Student Succeed in College
A Message to Parents, Family Members and Friends…
When a family member enters college, a journey begins for the whole family!
o Encouragement from parents, family and friends is a critical factor in student success.
Making the Transition from High School to College
Many students experience difficulties transitioning from high school to college.
o they are unaware of the expectations placed on them.
o they aren’t equipped with strategies for success on campus.
In one study, college students reported they had to change their “high school ways to college
ways” in order to meet the demands of college.
High School vs. College
HIGH SCHOOL CLASSES
COLLEGE CLASSES
Students proceed from one class directly to
another.
Students often have hours between classes and
class times vary throughout the day and
evening.
Students spend 6 hours each day (30 hours a
week) in class.
Students spend 12 to 16 hours each week in
class.
Most classes are arranged for students.
Students arrange their own schedule in
consultation with their academic advisor.
Teachers carefully monitor class attendance.
Professors may not formally take roll, but they
are still likely to know whether or not students
attend.
Students are provided with textbooks at little or
no expense.
Students need to budget substantial funds for
textbooks, which will usually cost more than
$200 each semester.
Adapted from South Texas College
PERSONAL FREEDOM IN HIGH SCHOOL
PERSONAL FREEDOM IN COLLEGE
Students’ time is usually structured by others.
Students manage their own time.
Students need permission to participate in
extracurricular activities.
Students must decide whether to participate in
extracurricular activities.
Students can count on parents and teachers to
remind them of their responsibilities and to
guide them in setting priorities.
Students will be faced with a large number of
moral and ethical decisions they have not had
to face previously. Students must balance their
responsibilities and set priorities.
Students will usually be told what their
responsibilities are and corrected if their
behavior is out of line.
Students are old enough to take responsibility
for what they do and don't do, as well as for the
consequences of their decisions.
STUDYING IN HIGH SCHOOL
STUDYING IN COLLEGE
Students may study outside of class as little as
1-2 hours a week, and this may be mostly lastminute test preparation.
Students need to study at least 2 to 3 hours
outside of class for each hour in class. If they
are taking 12 hours, that means 24-36 hours of
study time.
Students often need to read or hear
presentations only once to learn all they need.
Students need to review class notes and text
material regularly.
Students will usually be told in class what they
need to learn from assigned readings.
It's up to the student to read and understand
the assigned material; lectures and assignments
proceed from the assumption that the student
has already done so.
HIGH SCHOOL TEACHERS
COLLEGE PROFESSORS
Teachers check completed homework.
Professors may not always check completed
homework, but they will assume students can
perform the same tasks on tests.
Teachers remind students of incomplete work.
Professors may not remind students of
incomplete work.
Teachers approach students if they believe they
need assistance.
Professors are usually open and helpful, but
most expect the student to initiate contact if
they need assistance.
Teachers are often available for conversation
before, during or after class.
Professors expect and want students to attend
their scheduled office hours.
Teachers have been trained in teaching
methods to assist in imparting knowledge to
students.
Professors have been trained as experts in their
particular areas of research.
Teachers provide students with information
missed during absences.
Professors expect the student to get any notes
from classmates when they miss class.
Teachers present material to help students
understand the material in the textbook.
Professors may not follow the textbook.
Instead, to amplify the text, they may give
illustrations, provide background information,
or discuss research about the topic.
Teachers often write information on the board
to be copied in students’ notes.
Professors may lecture nonstop, expecting
students to identify the important points.
When professors write on the board, it may be
to amplify the lecture, not to summarize it.
Good notes are a must.
Teachers often take time to remind students of
assignments and due dates.
Professors expect students to read, save, and
consult the course syllabus (outline). The
syllabus spells out exactly what is expected of
the student, when it is due, and how the
student will be graded.
TESTS IN HIGH SCHOOL
TESTS IN COLLEGE
Testing is frequent and covers small amounts of
material.
Testing is usually infrequent and may be
cumulative, covering large amounts of
material. Students, not the professor, need to
organize the material to prepare for the test. A
particular course may have only 2 or 3 tests in a
semester.
Makeup tests are often available.
Makeup tests are seldom an option; if they are,
students need to request them.
Teachers frequently rearrange test dates to
avoid conflict with school events.
Professors in different courses usually schedule
tests without regard to the demands of other
courses or outside activities.
Teachers frequently conduct review sessions,
pointing out the most important concepts.
Professors rarely offer review sessions, and
when they do, they expect students to actively
participate by coming prepared with questions.
GRADES IN HIGH SCHOOL
GRADES IN COLLEGE
Consistently good homework grades may help
raise a student’s overall grade when test grades
are low.
Grades on tests and major papers usually
provide most of the course grade.
Extra credit projects are often available to help
students raise grades.
Extra credit projects cannot, generally speaking,
be used to raise a grade in college course.
Initial test grades, especially when they are low,
may not have an adverse effect on a final grade.
Students should watch out for first tests. These
are usually "wake-up calls" to let them know
what is expected - but they also may account
for a substantial part of the course grade.
Students receiving a low grade on an early
exam should seek assistance from the professor
and/or the tutoring center.
Students may graduate as long as they have
passed all required courses with a grade of “D”
or higher.
Students may graduate only if their average in
classes meets the departmental standard typically a 2.0 or “C.”
"Effort counts." Courses are usually structured
to reward a "good-faith effort."
"Results count." Though "good-faith effort" is
important in regard to the professor's
willingness to help students achieve good
results, it will not substitute for results in the
grading process.
What do Students Say?
A study was conducted with students attending a public university in Texas. Students were
asked to talk about strategies they used to achieve success during their first year in college.
o upon arrival at college, many students reported feeling prepared to do well
academically, but found that they had underestimated the amount of work necessary to
be successful.
o other students reported that the ways in which they studied in high school were no
longer effective in college.
Students reported a number of strategies that contributed to their success during their first
year:
o attending class regularly
o taking classes with friends
o sharing class notes
o participating in study groups
o reading before class
o meeting with professors regularly
Students stated that major distractions included the Internet, friends, and Facebook/MySpace.
The students discussed trying to attend to their academics while at the same time minimizing
distractions from their social lives.
o in order to maintain this balance, students described the importance of managing their
time appropriately.
o although students were able to describe why time management and responsibility were
important, they admitted to often procrastinating on their schoolwork.
Our Findings
Students often had to adjust their expectations regarding the degree of work it takes to be
successful in college.
Although students described a range of strategies that contributed to their academic success,
they did not always employ them.
Support Strategies
We hope the following strategies might be helpful for parents, family members, spouses and
friends as they provide support for their student as they progress through their academic career
at Indiana State University.
Prepare your student for the increased academic demands they will face in college.
o share your own experiences or introduce them to others who have recently attended
college.
Discuss the importance of attending class regularly, reading before class, taking thorough notes,
completing all class assignments, and participating in study groups.
Encourage your student to meet with their professors outside of class to follow-up on questions
about course material.
Encourage your student to use free services available on campus such as tutoring, the
counseling center and academic advising.
Stress the importance of effective time management.
o use a calendar to keep track of due dates and tasks that need to be accomplished.
Discuss the dangers of spending too much time online!
o although the Internet can serve as a way of maintaining social connections, too much
time online can prevent students from meeting their academic responsibilities.
Encourage your student to “get involved” on campus. Research shows that students involved
on campus are more likely to be successful in college.
How Can I Find Out How My Student is Doing in College?
All information about college, including courses, grades and financial obligations, goes directly
to the student.
The best way to obtain information is to talk to your student!
The Family Educational Rights and Privacy Act (FERPA) is a federal law designed to protect the
privacy of educational records.
o academic information cannot be shared with others, including parents and spouses,
unless the student gives written permission.
o this includes grades, schedules, classes, attendance, college services and financial
information.
Communicate with your Student!
Establish a communication plan to discuss college with your student today!
My Student Seems to be Having a Problem in College - How Can I Help?
The Office of Student Success has many resources and services to help students succeed.
Become familiar with our resources and encourage students to reach out for help.
College Services
College Web Site
Academic Catalog
Departments
o
Student Academic Services Center
812-237-2300
o
Student Counseling Center
812-237-3939
o
Career Center
812-237-5000
o
Writing Center
812-237-2986
o
Math Center
812-237-2130
o
Residential Life
812-237-3993
o
Disability Services
812-237-2300
o
Financial Aid
812-237-2215
o
Public Safety
812-237-5555
o
Library Services
812-237-2580
o
International Programs and Services
812-237-2440
o
Office of Diversity
812-237-2877
o
African American Cultural Center
812-237-3811
o
Student Ombudsperson
812-237-3849
o
Veteran Services
812-237-2540